State of Iowa Teaching Standard 5

Standard 5  Uses a variety of methods to monitor student learning. The teacher:

1. Aligns classroom assessment with instruction.
   
   Data Source: Pirate Unit (pdf of lesson plan and student assessments) Hard Copy: Standard 5 page 1-4
       
        Justification: Classroom assessment was aligned in this lesson formally and informally.  Informal assessment included identifying student success in arranging and performing rhythmic manipulatives.  Following informal assessments, students were formally assessed from a composition worksheet that required students to write an eight beat rhythm using quarter notes, eighth notes, and rests.  It was identified that most students knew how to arrange, perform, and write rhythmic values.  Formal assessment also included appropriate use of instruments programmatically with an adventure.  It was assessed that most students used instruments appropriately, but did not know the name of the majority of the instruments used.  Increased attention, thereafter, was given to identifying names of instruments when used.   
2. Communicates assessment criteria and standards to all students and parents.
   
   Data Source: Kindergarten Spotlight Night (pdf of program, skills assessed, and a year at a glance of skills and concepts taught in kindergarten) Hard Copy: Standard 5 page 5-6
       
       Justification: On the front page of the program, skills and concepts assessed are listed on the program by each of the student demonstrations.  On the back page, the Spotlight Night program communicates concepts and skills studied throughout the year.  Additional communication is given to parents by use of a general music web site that communicates skills and concepts learned throughout the year in every grade.
3. Understands and uses the results of multiple assessments to guide planning and instruction
   
   Data Source: Pirate Unit (pdf of lesson plan and students assessments) Hard Copy: Standard 5 page 1-4
       
        Justification: Formal and informal assessment were used throughout the lesson including assessment of steady beat, manipulation of rhythmic values, performance of rhythmic values, writing of rhythmic values, group work and interaction, naming of instruments, instrument technique, appropriate use of instruments, and composing with texture using three instruments.  Instruction thereafter included more awareness for student identification of names of instruments, and exploring various sounds and techniques on instruments.
4. Guides students in goal setting and assessing their own learning.
   
   Data Source: Pirate Compositions (pdf of student rhythm and texture compositions) Hard Copy: Standard 5 page 3-4
       
       Justification: Student short term goals included completion of compositions. Student self assessment was evident individual experimentation to find a rhythm combination they liked before writing it on paper. Student self assessment was also evident in students experimentation in finding combinations of instruments that sound good together, experimenting with various techniques to create different sounds with one instrument, and using programmatic techniques with finding appropriate sounds to represent a pirate adventure.
5. Provides substantive, timely, and constructive feedback to students and parents.
   
   Data Source: Pirate Compositions (pdf of student feedback). Hard Copy: Standard 5 page 3-4
        Justification: Constructive feedback given on pirate rhythm composition.  Photocopies of written work in music class is also given to parents in conference reports.
6. Works with other staff and building and district leadership in analysis of student progress.
   
   Data Source: Kindergarten Conference Report Hard Copy: Standard 5 page 7
       
       Justification: Demonstrates collaboration with homeroom teachers in analysis of student progress to provide a complete analysis of a students progress in all academic subjects.